Field Practicum 3 Responsive Planning Template Date: November 14th, 2013

Initial Anecdotal Observation: (What you saw and heard today at field practicum)

Child Children Environment Early Childhood Professional Families Other

Name: Emma Johnson

Record a descriptive observation focused on one or more of the following areas: 1. Child(ren) 2. Environment 3. Early Childhood Professional 4. Families 5. Other -Write only what you saw and heard (e.g. experiences; situations; conversations; questions; interactions).. -Record non-verbal communication, such as body language, facial expression and voice tone. -Use detailed, specific language (Who, What, Where, When). -Remain objective by omitting your opinions. Use specific examples from your observation to consider: CHILD(REN): - What key developmental domains and skills are the children using? - What do children find interesting? - What do they seem to know? - What do they talk about? - What do children do with materials? - Who do they interact with? - Group dynamics types of play - Considerations of individuals within the group - Diversity (Refer to glossary & course resources) ENVIRONMENT: - How might the following factors be influencing what you observed (i.e. enhance or limit behaviour): a) space (e.g. elements of design), b) time (e.g. time of day; pacing and duration of experience) & c) materials (e.g. accessibility; quantity; quality; safety; diversity; etc)

Age Group: Parents, children 0-3 As a part of my block week, my cooperating teacher asked me to act as a guest speaker and prepare and present a class for the parents at another location. Previous guest speakers have been talking about nutrition and healthy living, but my cooperating teacher believes that this group would benefit from a discussion about active living and active play.

Dialogue & Reflections: This is the process of how you make meaning from what you saw and heard in your initial observation. Use the prompts to the right and your course resources to support your process.

The first thing I did to prepare for this responsive plan was to question my cooperating teacher about the makeup of the group. She told me that the group consisted of parents and children ages 0-3. She told me that if I wanted to do a presentation just focused on the parents, or I believed that the children would distract from serious conversation, the children could be moved to a childcare location, much like my home location. In ECE. 012 - Development: Across the Lifespan (Steger, 2013), we learned that children learn best through imitation, and that children will pick up habits that parents show even if they tell the children not to. Because of this, I believe that parents role-modeling healthy, active living plays a huge role in their children maintaining active living through their lives. In ECE. 013 - Children, Play and Creativity (Reid, 2013), we learned that children are driven to explore their bodies and their environments through gross motor play, but will more often engage in sedentary experiences, like watching television or playing on their parents phone, if they have the opportunity Its just as interesting at half the work! Because of this, I believe it is important that parents reduce screen-time and create more experiences that help foster a love of gross motor play.

In doing some primary research for this topic, I felt that there was a lot of scare articles about the dangers of obesity and a sedentary lifestyle. In ECE. 035 04 Transforming Practice Through Observation (Headley, 2013), we learned the importance of positive phrasing and focusing on the positive. Because of this, I believe it would be prudent to create a presentation that focuses on the benefits of gross-motor play and a healthy, active lifestyle. In ECE. 014 - Child Development: Prenatal to 2 1/2 Years (Oyama, 2013), we learned that gross motor play isnt just about burning calories and staying healthy, but it is also about developing skills. While gross-motor play seems to lend itself to gross-motor development, it also plays a part in cognitive, social, emotional, and language development. I feel that these positive aspects would be good to focus on in this presentation. I recognise that this responsive plan is rather unusual as a guest speaker in a location Ive never been, presenting to a group Ive never presented too before, I have some challenges: I do not know where I will be presenting, or the environmental constraints of the environment. I will be greatly relying on my flexibility and adaptability to make this presentation work.
Planned Response: This is based on your initial observation, dialogue and reflection. Use the prompts to the right to describe your plan.
Record your plan: - What will you do (invitation? Or provocation ?) - With whom? - Where will it take place? (learning area? indoor/outdoor?) - When will it take place? (time of day? how long/how often?) - What materials and resources will you use? - What is your role? What teaching strategy(ies) will you use? Explain how this plan is responsive and inclusive: Factors you might consider: development, diversity, the importance of play, the value of relationships, other etc. Cooperating Teacher initials

Materials: From home: 12 egg shakers, 4 tambourines, 6 bell shakers From Center: Chart Paper, Chart marker For my responsive plan today, I will be creating and presenting a presentation about the benefits of engaging in active play with your child. I will be creating a written plan and using it to guide my presentation. The written plan (attached), goes in-depth about the topics I will cover, pacing, order and experiences I will intersperse. This experience will take 1 hour, and run from 10:00-11:00 am. My role in this experience will be of the presenter. I will be Telling, Explaining and Informing through the presentation, using questions to get parents thinking and sharing experiences of their own.

Follow-up Observation & Reflection: This is what happened when you implemented your planned response and what you have learned from the experience.

What happened? o What did you see? o What did you hear? o How did the experience support your anticipated focus (refer back to Dialogue & Reflection)? What did you learn (e.g. childrens abilities and skills; group size; material choices; use of time and space; etc)? What might you do differently next time you engage in a similar experience?

Cooperating Teacher Comments:

Signature:

Date: